EM1F4M47A1
Programme
PGE
BEM Bachelor in European Management
BEM Bachelor in European Management
UE
Business models new paradigms
Semestre
A
Discipline
Marketing
Volume horaire
27 H
Nombre de places
40
Ouvert aux visitants
Oui
Langue
EN
Responsable
Claude CHAILAN
Liste des intervenants
| Intervenant(s) | Volume horaire CM | |
|---|---|---|
| Claude CHAILAN | chailan@unistra.fr | 27 h |
Contribution pédagogique du cours au programme
Aucune contribution pédagogique associé à ce cours pour ce programme.Descriptif
The Business Models New Paradigms course examines how organizations create a value proposition and organize a profit formula in a global environment. In essence, a business model involves the allocation of critical resources and competences in a competitive environment over relatively long periods of time in the pursuit of the creation of value for customers and the capture of the value thus created. Business models are influenced by many factors such as the resources available to management, the industry and the competitive conditions, and of course the firm’s internal structure, systems, and culture. The course will cover the major business model decision-making tools. Participants will learn to assess why and how new and emerging business models develop in a variety of contexts (industries, countries). They will learn how to use methods to explore and exploit breakthrough business models. Particular attention is paid to processes, competencies, competitive positioning and comparative costs that drive value creation. Topics such as two-sided markets, free to fee businesses, ecosystems, network externalities, and servicization are also addressedOrganisation pédagogique
Face-to-face
- Lectures- Tutorials
In group
- Oral presentations
- Case studies/texts
- Other :
Interaction
- Discussions/debatesOthers
Aucun élément de cette liste n'a été coché.Objectifs pédagogiques
Cognitive domain
A l'issue du cours, l'étudiant(e) devrait être capable de / d'...- - (niv. 2) Articulate the core characteristics of business models rooted in open innovation, sustainability, shared knowledge, and a technological workplace
- - (niv. 3) Provide students with an appreciation of the importance of a business model - based approach to business
- - (niv. 4) Ensure mastery of business model theory and practice, and certify that students understand the vital role business models play in modern business
- - (niv. 5) Enhance students’ skills for formulating business model strategies by developing and understanding of a firm’s operative environment
Affective domain
A l'issue du cours, l'étudiant(e) devrait être capable de / d'...Aucun affective domain n'a pour le moment été associé à ce cours.
Objectifs de développement durable abordés
Aucun objectif de développement durable n'a été coché.
Plan / Sommaire
Session 1 Why business model matter? 1/ Strategy etc. 2/ The competitive advantage: How to be different? 3/ Business Model : How to be profitable, long-term ? Session 2 Resources and competences in an agile environment 1/ Resources and the concept of rent in economy 2/ Mapping and selecting competences 3/ Dynamic capabilities in an agile world Session 3 Building a robust value proposition 1/ The value proposition and the market share tree 2/ Key success factors and conjoint analysis 3/ How to protect the value proposition? Session 4 Loyalty-based business models vs recruitment based business models 1/ Customer lifetime value and CRM 2 / BM in fragmented markets: millennials’ nomadism, the middle-class squeeze, and new consumption patterns 3/ The servicization process Session 5 Creati a BM - Innovation vs renovation 1/ Innovation vs renovation? 2/ Creating from scratch 3/ Improving an existing BM Session 6 Business models for the digital age 1/ Business models for the digital age 2/ Standard wars & 2nd - mover advantage 3/ e-privacy Session 7 Low-cost and assets-light policies 1/ Marginal profit and price modularity 3/ The low-cost approach 4/ Assets-light and the economy of sharing Session 8 Dynamic pricing and revenue management 1/ The rationale of Revenue Management 2/ Booking limits, protection levels, allocation of capacity and EMRS 3/ Fences and overbooking Session 9 Sustainability-based business models 1/ Business, ethics, sustainability: From shareholders to stakeholders 2/ Sustainability’s 3 stages 3/ How does sustainability impact a business model?Prérequis nécessaires
Connaissances en / Notions clés à maîtriser
Marketing-mix or Corporate Strategy or Basics in corporate financeSupports pédagogiques
Mandatory tools for the course
Aucun élément de cette liste n'a été coché.Documents in all formats
- Case studies/texts
Moodle platform
- Upload of class documents- Interface to submit coursework
Software
Aucun élément de cette liste n'a été coché.Additional electronic platforms
Aucun élément de cette liste n'a été coché.Bibliographie recommandée
Ouvrages principaux
Reference textbook: Afuah, A. (2014), Business Model Innovation, Concepts, Analysis, and Cases, Routledge, ISBN 9780203584583 Textbooks: Brem, A., Viardot, E. (2017), Revolution of Innovation Management, Volume 2 Internationalization and Business Models, Palgrave, ISBN 9781349951239 Carroll, D. (2016), Managing Value in Organisations: New Learning, Management, and Business Models, 2nd edition, Routledge, ISBN 9781138271258 Harvard Business Review (2011), On Rebuilding Your Business Model, Harvard Business School Press Shenkar, O. (2010), Copycats: How Smart Companies Use Imitation to Gain a Strategic Edge, Harvard Business School Press Collins, J. (2009), How the Mighty Fall: And Why Some Companies Never Give In, Collins Chesbrough, H.W., (2006), Open Business Models: How to Thrive in The New Innovation Landscape, Harvard Business School Press Mitchell D., Coles C., (2003), The Ultimate Competitive Advantage: Secrets of Continually Developing a More Profitable Business Model, Berrett-KoehlerLittérature complémentaire
Textbooks: Brem, A., Viardot, E. (2017), Revolution of Innovation Management, Volume 2 Internationalization and Business Models, Palgrave, ISBN 9781349951239 Carroll, D. (2016), Managing Value in Organisations: New Learning, Management, and Business Models, 2nd edition, Routledge, ISBN 9781138271258 Harvard Business Review (2011), On Rebuilding Your Business Model, Harvard Business School Press Shenkar, O. (2010), Copycats: How Smart Companies Use Imitation to Gain a Strategic Edge, Harvard Business School Press Collins, J. (2009), How the Mighty Fall: And Why Some Companies Never Give In, Collins Chesbrough, H.W., (2006), Open Business Models: How to Thrive in The New Innovation Landscape, Harvard Business School Press Mitchell D., Coles C., (2003), The Ultimate Competitive Advantage: Secrets of Continually Developing a More Profitable Business Model, Berrett-KoehlerTravaux de recherche de l'EM : Veillez à mobiliser au moins une ressource
Peuvent être renseignés les manuels coordonnés, les traductions de manuel, les études de cas traduites etc…Chailan, C. (2013), “The influence of key capabilities on brand portfolio-based competitive advantage”, International Journal of Trade and Global Markets, 6 (2), 182-201
Modalités d'évaluation
Liste des modalités d'évaluation
Evaluation intermédiaire / contrôle continu 1Autre (date, contrôle surprise...) :
Orale / individuelle / Anglais / pondération : 40 %
Précisions : Participation: We expect you to contribute to the learning of your classmates, both through class discussion and in collaboration on homework and the finals project. Class participation is based on three factors: Answers to questions about the readings to be prepared for each session Participation to the debate following case studies presentations Active participation in the classroom, particularly workshops Good participation is defined as: - Active participation in case discussions, - Case studies/workshops preparation, - Readings preparation and discussion - Adding insights to discussions from course readings and your own knowledge and experience - Being respectful and prepared with thoughtful questions when other students are presenting, or when a guest speaker comes to class - Not using devices (phones, laptops) Specific grid for class participation assessment • 0: Surfing the net in the classroom, sending / receiving messages on your cel phones in the classroom • 20: People who don’t attend class regularly and when they don’t participate • 40: People who attend class but just sit and listen • 60: People who attend class and participate from time to time • 75: People who attend class and participate often • 85: People who attend class and participate often and also show particular and relevant interest in the classroom • 100: People who attend class and have excellent participation and constant and relevant interest in the classroom
Cette évaluation sert à mesurer LO1.1, LO1.3, LO2.1, LO2.3, LO4.1, LO4.2
Orale / individuelle / Anglais / pondération : 40 %
Précisions : Participation: We expect you to contribute to the learning of your classmates, both through class discussion and in collaboration on homework and the finals project. Class participation is based on three factors: Answers to questions about the readings to be prepared for each session Participation to the debate following case studies presentations Active participation in the classroom, particularly workshops Good participation is defined as: - Active participation in case discussions, - Case studies/workshops preparation, - Readings preparation and discussion - Adding insights to discussions from course readings and your own knowledge and experience - Being respectful and prepared with thoughtful questions when other students are presenting, or when a guest speaker comes to class - Not using devices (phones, laptops) Specific grid for class participation assessment • 0: Surfing the net in the classroom, sending / receiving messages on your cel phones in the classroom • 20: People who don’t attend class regularly and when they don’t participate • 40: People who attend class but just sit and listen • 60: People who attend class and participate from time to time • 75: People who attend class and participate often • 85: People who attend class and participate often and also show particular and relevant interest in the classroom • 100: People who attend class and have excellent participation and constant and relevant interest in the classroom
Cette évaluation sert à mesurer LO1.1, LO1.3, LO2.1, LO2.3, LO4.1, LO4.2
Evaluation intermédiaire / contrôle continu 2Autre (date, contrôle surprise...) :
Ecrite et orale / en groupe / Anglais / pondération : 20 %
Précisions : Case study - Teamwork
Cette évaluation sert à mesurer LO1.1, LO1.2, LO2.2, LO3.1, LO4.1
Ecrite et orale / en groupe / Anglais / pondération : 20 %
Précisions : Case study - Teamwork
Cette évaluation sert à mesurer LO1.1, LO1.2, LO2.2, LO3.1, LO4.1
Evaluation intermédiaire / contrôle continu 3Autre (date, contrôle surprise...) :
Ecrite et orale / en groupe / Anglais / pondération : 15 %
Précisions : Team workshop - session 5
Cette évaluation sert à mesurer LO1.1, LO1.2, LO2.2, LO3.1, LO4.1
Ecrite et orale / en groupe / Anglais / pondération : 15 %
Précisions : Team workshop - session 5
Cette évaluation sert à mesurer LO1.1, LO1.2, LO2.2, LO3.1, LO4.1
Evaluation finaleDernière séance
Ecrite (30 min) / individuelle / Anglais / pondération : 25 %
Cette évaluation sert à mesurer LO1.2, LO1.3, LO2.3, LO4.1
Ecrite (30 min) / individuelle / Anglais / pondération : 25 %
Cette évaluation sert à mesurer LO1.2, LO1.3, LO2.3, LO4.1